Empowering Teachers: What Successful Principals DoThe ideas presented in this book are drawn from a study of highly successful principals of schools affiliated with the League of Professional Schools. Chapter 1, "Sharing Governance," presents an overview of the literature on professional development and a description of the study. Chapter 2, "Trusting the Experts: Teachers," focuses on trust as the foundation for shared governance and teacher empowerment. Chapter 3, "Creating Instruction-Oriented Structures That Help Teachers Do Their Best," examines the importance of structuring schools to encourage teacher collaboration and access to decision making. Chapter 4, "A Cornucopia of Supportive Resources," explores how principals use resources such as staff development to enhance teachers' instructional capabilities. Chapter 5,"Encouraging Autonomy and Innovation," reviews extending autonomy and encouraging innovation as strategies to enhance instructional capabilities. Chapter 6, "Modeling Personal Dimensions," highlights the effects of such personal characteristics of principals as optimism, caring, honesty, friendliness, and enthusiasm. Chapter 7, "About Risk and Threat," argues for reducing risk and threat to teachers. Chapter 8, "Valuing and Rewarding Good Work," explains the benefits of rewarding teachers. Chapter 9, "Helping Solve Problems," discusses the importance of adopting a problem-solving orientation. Chapter 10, "Providing Leadership That Is Facilitative and Democratic," presents a portrait of a successful shared-governance principal and considers the future of instruction-oriented, facilitative-democratic leadership in schools. (Contains approximately 300 references.) (TEJ) |
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Side 34
For example , principals articulated expectations and communi- cated their opinions and thoughts as equal , not superior , members in school governance discussions . One teacher noted this when he said , " She accepts the teachers as ...
For example , principals articulated expectations and communi- cated their opinions and thoughts as equal , not superior , members in school governance discussions . One teacher noted this when he said , " She accepts the teachers as ...
Side 99
... surveys of parents and teachers , structured evaluations from a variety of indi- viduals ( including consultants ) * Structured , ongoing action research related to , for example , mission , decision making , growth opportunities ...
... surveys of parents and teachers , structured evaluations from a variety of indi- viduals ( including consultants ) * Structured , ongoing action research related to , for example , mission , decision making , growth opportunities ...
Side 133
For example , the availability of funds helps support the alternative of sponsor- ing a staff development session to help teachers expand their skills . 4. Create ways to enhance or limit forces . The helping and hinder- ing forces ...
For example , the availability of funds helps support the alternative of sponsor- ing a staff development session to help teachers expand their skills . 4. Create ways to enhance or limit forces . The helping and hinder- ing forces ...
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Sharing Governance | 1 |
Teachers 21 2233 | 21 |
Creating InstructionOriented Structures | 41 |
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Empowering Teachers: What Successful Principals Do Joseph Blase,Rebajo R. Blase Begrenset visning - 2001 |
Empowering Teachers: What Successful Principals Do Joseph Blase,Jo Blase Ingen forhåndsvisning tilgjengelig - 2000 |
Vanlige uttrykk og setninger
action research activities American Educational Research approach Association auton autonomy and innovation Blase & Blase Bredeson building trust Chapter characteristics classroom collaboration collegial commitment conflict considered council curriculum democratic discussed educa Educational Administration Quarterly effective efforts empowered teachers encouraged teachers enhance facilitating facilitative-democratic leadership faculty and staff feel focus Gary Anderson Glickman goals ideas instructional leadership issues Johari window leaders leadership behaviors League of Professional ment nance opportunities organizational parents participation participative decision Pinckneyville practice principal's problem solving profes Professional Schools programs reflection restructuring rewards risk role Runkel school improvement school-based schoolwide sense of empowerment Sergiovanni shared decision shared governance initiative shared governance principals shared governance schools shared governance structures skills staff development staff members Starratt strategies successful principals successful shared governance teacher empowerment teaching and learning Thousand Oaks tion tional University of Georgia vision
Bibliografisk informasjon
| Tittel | Empowering Teachers: What Successful Principals Do |
| Forfatter | Joseph Blase |
| Utgave | 2, illustrert |
| Utgiver | SAGE Publications, 2001 |
| Original fra | University of Michigan |
| Digitalisert | 25. jan 2010 |
| ISBN | 0761977325, 9780761977322 |
| Lengde | 201 sider |
| Eksporter sitat | BiBTeX EndNote RefMan |